ABSTRACT
The qualitative research method using the phenomenological research design aimed to formulate a policy recommendation on practices, challenges, and opportunities on the management of school operations of an integrated school as bases for policy recommendation. A researcher-made interview guide was conducted to the 11 internal and external stakeholders of the integrated schools in the Schools District of Banate. Thematic analysis was utilized for descriptive data analysis. The practices in the management of school operation of an integrated school were collaboration and teamwork, resourceful and transparency and good management. How stakeholders cope with the practices were support and cooperate, participate and work together and effectiveness and efficiency. The challenges encountered were lack of resources and financial assistance, lack of participation, and lack of knowledge and skills. How stakeholders cope with the challenges encountered were encourage parents to help, ask guidance and solicit donations, and show positive attitude. The opportunities experienced in the management of school operation were asking financial assistance, involvement in school activities, and maintaining good relationship.
Keywords: Management of School Operation, Integrated School
INTRODUCTION
Background of the Study
An integrated school is a public school that offers kindergarten, elementary, and junior high school education and has a unified instructional program. The integrated school may be expanded to include a senior high school education as necessary to be determined by the Department of Education.
One of the Department of Education's initiatives to increase literacy rates in the Philippines has been the conversion of elementary schools into integrated schools, which means that a high school department is created or added to ensure that those who graduate from these schools continue their education because they are practically located in isolated areas. Unfortunately, the transformation of these elementary schools into integrated schools presents interesting challenges to current school administrators because, instead of managing just an elementary school, they now have to oversee the operation of an elementary, a high school, and a two-year Senior High School on one campus. This indicates that their obligations have been expanded, if not doubled (San Miguel, 2019).
The heads of integrated school hold a key position in the operations and administration of the school. They must give necessary advice and guidance to teachers, learners and other members of the school. As an important component of the school administration, the school heads have important roles and responsibilities to play. According to Hill (as cited by Botha, 2004) the efficiency of the school depends on the ability, skills, personality, and professional competence of school heads.
School leaders with these abilities help to keep the office running efficiently while also supporting the efforts of their superiors and stakeholders. Without them, a company can soon devolve into chaos, impeding production and resulting in disgruntled personnel. Administrative personnel must be able to manage multiple moving pieces and difficult situations at the same time. If you are looking to open yourself up for raises and promotions, it is wise to develop extraordinary administrative skills (Doyle, 2021).
An integrated curriculum is one that connects several areas of study by crossing topic divisions and emphasizing unifying principles. Integration focuses on connecting students, allowing them to participate in relevant, meaningful activities that are applicable to real life. Thus, an integrated curriculum aims to connect the practical and experimental learning aspect of an integrated curriculum is facilitated through service-learning (Barton,2020).
Today, students need to develop the habits of mind and the skills necessary to unpack the deep, embedded meanings found in complex, challenging editions of integrated schools’ learners in order to become college and career ready (Vineski, 2022).
As a school head of an integrated school, the researcher found difficulty in this present situation of ours. Minimizing risks, dealing with stress, worrying about the implementation of schools’ programs and staying COVID-19 free have become the top recurring concerns in this pandemic.
The researcher believes that, there is a need to determine and find out the practices, challenges and opportunities encountered in the management of school operation of an integrated school and look into the possible solutions to address these problems. The result of this study may somehow identify the appropriate school solutions in the management of school operations of an integrated school in enhancing the smooth implementation of its programs and activities in the Schools District of Banate during the school year 2022-2023.
see PDF attachment for more information